ISSN: 2226-6348
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With the consent of members of the United Nations on the 17 Sustainable Development Goals (SDGs), the goal of SDG 4 is immersively taken into account by many countries. In this decade, quality education is a must to prepare our next generations for a better future. Malaysia has identified proficiency in English language as the anchor of achieving quality education. Hence, Common Europe Framework of Reference for Languages (CEFR) is integrated into current Malaysia English curriculum. However, English writing skills are considered the most challenging to acquire among the four skills in English language. Hence, this qualitative research aims to explore teachers’ perspectives on the causes of errors made by rural primary school pupils in English writing. The participants of this research are three English teachers from one of the rural primary schools in Malaysia. The findings from semi-structured interviews showed the causes of errors in pupils’ English writing were due to interlingual transfer, intralingual transfer and context of learning.
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